Difference between revisions of "Role Play"

Difference between revisions of "Role Play"

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=='''Step by Step '''==
 
=='''Step by Step '''==
  
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#'''Defining the objectives and scenarios'''
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#'''Preparing'''
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#*Identify the topics to cover in the role play.
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#*Create a scenario describing the situation in two-or-three sentences.
 
#*  
 
#*  
 
#*How much time is needed to work on the topics?  
 
#*How much time is needed to work on the topics?  

Revision as of 16:04, 2 October 2008

Term2.png ROLE PLAY
A training technique in which people assume a role in a certain scenario; where in a simulation exercise participants act out specified roles in the dramatization of an event. The way in which the role is approached is then discussed and feedback is provided. The role play may then be repeated incorporating changes made based on the feedback received. The purpose of role playing is to achieve better understanding of a situation by experiencing a realistic simulation. Role playing is useful as a training exercise, transforming the content of education from information into experience. [1]



Toolkit.png Organizing a Role Play

Step by Step

  1. Preparing
    • Create a scenario describing the situation in two-or-three sentences.
    • How much time is needed to work on the topics?
    • What are the expected outcomes (research, reports, presentations, sales)?
    • Choose the context, roles setting, and goals
    • Example: training people in sales.This exercise is done by having two people act out a sale-scenario. One acts as the sales person. The other acts as the customer. This allows trainee sales people to practice their sales techniques. A trainer and/or other trainees may watch the role play and give feedback afterwards.
  2. During
    • Introduce the exercise
    • Engage the participants in the scenario by describing the setting and the problem
    • Provide participants with information about their characters and goals
    • Determine how role play will work in the exercise
    • Outline the expectations of the assignment
  3. After
    • Summarize lessons learned for participants
    • Give feedback to participants [2]


Job Aids



References

  1. ↑ serc.carleton.edu/introgeo ( 25 July 2008), http://www.answers.com (25 July 2008); e-Learning Solutions on a Shoestring, Jane Bozarth, 2005
  2. ↑ www.jpb.com (2 September 2008), www.businessballs.com (2 September 2008)
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